Kerlyn Prada Middle School Science Educator Ruth K. Broad Bay Harbor K-8 Center Kirk Nieveen Science Curriculum Support Specialist Department of Mathematics

Kerlyn PradaMiddle School Science Educator

Ruth K. Broad Bay Harbor K-8 Center

Kirk NieveenScience Curriculum Support

Specialist

Department of Mathematics and Science

Session Outcomes

Participants will be able to:– Incorporate M-DCPS life science instructional

resources to support science teaching and learning

– Identify how M-DCPS integrates Mathematics and Language Arts Common Core Standards for effective science teaching and learning

– Plan for rigorous instruction using 5E model


Day Two Agenda

3Department of Mathematics and Science

• Norms• Ice Breaker• 5 E’s Lesson (floating break)• Lunch (11:15-12:15)• Lab Rotations• Computer Lab (1:15-2:15)• Lesson Plan Writing

NormsLift expectations

Everyone is a Learner

Ask Questions and actively participate

Reserve judgment

Network responsibly


Science Department Website Overview



What does effective science instruction look like?

• Engage– Question, discussion, activity, uncover ideas (Discovery and

PBS Learning)• Explore

– Lab activities (Essential Lab/hands-on investigations, Gizmos)• Explain

– Conclusion writing/lab report, C-E-R, discussion, Notebooks/Journals

• Elaborate– Discussion, real-world connections

• Evaluate: formative and summative by benchmark


Making Bubbles: How is energy and matter transferred between you and the

environment?• Inflate one balloon with your breath and one

balloon with the pump to the same circumference.

• Use the balloons to make bubbles through the straws in cup A and cup B

• Observe the change in color in each cup


Essential Lab


NSTA Formative Assessment

ProbePage Keeley

digital copies of all four (4) volumes purchased for all K- 8

Centers and Middle Schools


Benchmark SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment Assessed as SC.8.L.18.4 (High)SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy AA (DOK High) SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land AA (DOK High)

ExploreLearning GIZMO


http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=641

Conclusion Writing Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).


How is energy and matter transferred within the carbon cycle?

Claim

Evidence

Reasoning

Florida’s CCSS Implementation Plan

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The Need: Why Develop the CCSS?

• Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning

• Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving

• Equity: Set consistent expectations for all--and not dependent on a student’s zip code

• Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise

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Common Core Benchmarks in the Science Curriculum

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HandoutHandout

Activate Prior Knowledge!

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• Hook Question: How can icebergs help with global warming?

• Predictive Written Response to Complex Text-Based Question: What are some ways that living organisms affect their environment?

• Vocabulary Front-Loading• Text Marking (Reading #1):

– An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.

• Directed Note-Taking (Reading #2)• First draft written response to essential question

HandoutHandout

http://Handout.CIS.Blank.Student_Template_PigGuts.docx/

http://Handout.CIS.Blank.Student_Template_PigGuts.docx/

OrganellesDefinition of organelles (n)


•a specialized part of a cell having some specific function; a cell organ.

http://www.bing.com/Dictionary/search?q=define+ethics&qpvt=define+ethics&FORM=DTPDIA

Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.


Pearson Digital Content Reading Coach

Science News for Kids


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Vocabulary Instruction•Direct students to locate words introduced in the text by paragraph number. •Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. •Record meanings of word parts and words on word wall, journal, etc.


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Para-gragh #

Academic or Discippline Specific Vocabulary

Word part or context

Para-gragh #

Academic or Discippline Specific Vocabulary

Word part or context

1 Extend- 100 feet above water

context 1 Deposit-in the water context

4 Biological- bio means life

Word part

Text Marking

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C – this section of text shows a causeE – this section of text shows an effect

C

E

C

E

Directed Note-Taking

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Directed Note-Taking

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Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Guiding Question: Using evidence from the text and video clip, why is it important to consider the cause and effects on society/individuals, when evaluating the roles of the environment and organisms in the climate cycle?

Paragraph #/Source

Note C- Cause E-Effect

1 Icebergs around Antartica deposit iron in the water

X

1 Iron acts like a vitamin, boosting the growth of tiny plants and algae

X

2 Growing plants and algae are at the bottom of the food chain

X

2 Gobbled up by slightly bigger critters

X

Directed Note-Takingwith video

First Draft Written Response to Essential Question

Using evidence from the text and video clip, why is it important to consider the cause and effects on society/individuals, when evaluating the roles of the environment and organisms in the “climate cycle”?

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HandoutHandout

In small groups, take positions and discuss which factor is most significant/impactful

(based on the text), and come to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

Positive ImpactNegative Impact

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

Question GenerationPurpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

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Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

Question Generation: How icebergs can further help with climate change

Paragraph #/Source

Note Cause Effect

1 What else are icebergs hiding that we have yet to discover?

X

2 How does iron act as a vitamin to all these living organisms?

X

4 What other biological communities are in other icebergs in other parts of the world?

X

Final Response After Rereading and Extended Text Discussion

• Purpose: To provide opportunities for students to interact with the text and with their peers to:– identify text information most significant to the final/essential

question.– facilitate complex thinking and deep comprehension of text.

After the final discussion, answer the following question on your handout:

According to the text and extended text discussion, which factor is most likely the primary concern for scientists when considering climate change?

How does scientific research impact society?

34Department of Mathematics and Science

Summative Assessment


Benchmark SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment Assessed as SC.8.L.18.4 (High)SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy AA (DOK High) SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land AA (DOK High)





Identify and indicate the effectiveness of the…

• Engage• Explore • Explain• Elaborate• Evaluate


What FCAT Level Would We Be?

A look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …

Ach Level

Specific Life Science Student Expectations Excerpt

Level 5

analyze models that show the transfer of matter in the carbon cycle.

Level 4

interpret how matter is transferred in the carbon cycle.

Level 3

relate how matter is transferred in the carbon cycle.

Level 2 recognize that matter is transferred in the carbon cycle.


SUCCESSFUL STRATEGIES TO USE

The 5 E’sHOT Questions

(Web’s Depth of Knowledge)

Inquiry Hands-On

Activities/Labs Demonstrations Virtual Labs

Notebooks Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Centers / Stations Internet / Video Differentiated

Instruction strategies



Lab Rotations– Topic 6: Conservation of Mass (Essential Lab)– Topic 7: Predicting Rates of Solubility– Topic 8: Cellular Respiration– Topic 9: Carbon Cycle Station Game

Session Outcomes

Are you able to:– Describe M-DCPS life science instructional

resources that support science teaching and learning

– Identify how M-DCPS incorporates Mathematics and Language Arts Common Core Standards for effective science teaching and learning


SAVE the Date: October 24 -26, 2013

Florida Association of Science Teachers Conference 2013

DoubleTree by Hilton HotelMiami Airport Convention Center

October 24-26, 2013Join the magical experience of learning new science curriculum

and methods while gaining new resources and skillsthat will spark magic in your teaching.

Go to to https://sites.google.com/site/dcstaonline/stem-conference

https://sites.google.com/site/dcstaonline/stem-conference

Slip

Reflection1. Today I learned ……………………….

2. Questions I still have……………….


Instructor: Kerlyn Prada

Science Department

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Dr. Ava D. Rosales, Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Kirk Nieveen Curriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939


Documents

Kerlyn Prada Middle School Science Educator Ruth K. Broad Bay Harbor K-8 Center Kirk Nieveen Science Curriculum Support Specialist Department of Mathematics